Outcomes Measurement and Management: Leadership Development During the last decade, there have been significant advances in outcomes measurement, evidence-based practice, treatment efficacy, and treatment outcomes research related to speech-language pathology and audiology practice (Frattali, 1998). Currently, we continue to address and support outcome initiatives to ensure that interventions provided to consumers are driven by data-based ... Article
Article  |   March 01, 2003
Outcomes Measurement and Management: Leadership Development
Author Notes
  • Carmen Vega-BarachowitzColumn Editor
Article Information
Research Issues, Methods & Evidence-Based Practice / Professional Issues & Training / Attention, Memory & Executive Functions / Outcomes Measurement and Management
Article   |   March 01, 2003
Outcomes Measurement and Management: Leadership Development
SIG 11 Perspectives on Administration and Supervision, March 2003, Vol. 13, 15-17. doi:10.1044/aas13.1.15
SIG 11 Perspectives on Administration and Supervision, March 2003, Vol. 13, 15-17. doi:10.1044/aas13.1.15
During the last decade, there have been significant advances in outcomes measurement, evidence-based practice, treatment efficacy, and treatment outcomes research related to speech-language pathology and audiology practice (Frattali, 1998). Currently, we continue to address and support outcome initiatives to ensure that interventions provided to consumers are driven by data-based quality of care and clinical research. Our consumers, including clients/families, payers, employers, and administrators, require and benefit from these initiatives. External accreditation agencies, such as Joint Commission on Accreditation of Healthcare Organizations (JCAHO) expect and demand current, appropriate, and effective clinical services. Concepts such as age-specific competencies, performance improvement, service integration, organizational integration, and ethics have been updated to capture the current expectation of our professional practice. ASHA believes that the quality of educational preparation is highly correlated with the quality of services provided to the public by certified professional practitioners and maintains a system of accreditation for college and university graduate programs through the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) (http://professional.asha.org). Our personal commitment to quality services is also at the root of outcome initiatives. Most of us are in roles that demand accountability for the services provided by our staff or students. Our professional titles may vary. Our labels include director, manager, chief, supervisor, professor, or clinical coordinator. We are all, however, ultimately responsible for ensuring that our staff and students provide interventions driven by treatment efficacy and effectiveness, outcomes research, and outcomes management. Therefore, leadership is a vital component of our role, regardless of our title.
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